| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adding previous experiences to the person-situation debate of achievement emotions
|
Respondek, Lisa
|
|
2019
|
58 |
C |
p. 19-32
|
artikel
|
| 2 |
A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers
|
Marsh, Herbert W.
|
|
2019
|
58 |
C |
p. 1-18
|
artikel
|
| 3 |
Corrigendum to “Student agency at the crux: Mitigating disengagement in middle and high school” [Contemp. Educ. Psychol. 56 (2019) 205–217]
|
Anderson, Ross C.
|
|
2019
|
58 |
C |
p. 354-356
|
artikel
|
| 4 |
Curiosity… Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving
|
Di Leo, Ivana
|
|
2019
|
58 |
C |
p. 121-137
|
artikel
|
| 5 |
Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes
|
Chatzisarantis, Nikos L.D.
|
|
2019
|
58 |
C |
p. 33-43
|
artikel
|
| 6 |
Editorial Board
|
|
|
2019
|
58 |
C |
p. ii
|
artikel
|
| 7 |
Effects of different sequences of examples and problems on motivation and learning
|
van Harsel, Milou
|
|
2019
|
58 |
C |
p. 260-275
|
artikel
|
| 8 |
Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator
|
Zhou, Li-Hua
|
|
2019
|
58 |
C |
p. 323-330
|
artikel
|
| 9 |
Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices
|
Pier, Elizabeth L.
|
|
2019
|
58 |
C |
p. 44-57
|
artikel
|
| 10 |
Expectancy value interactions and academic achievement: Differential relationships with achievement measures
|
Meyer, Jennifer
|
|
2019
|
58 |
C |
p. 58-74
|
artikel
|
| 11 |
Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research
|
King, Ronnel B.
|
|
2019
|
58 |
C |
p. 338-353
|
artikel
|
| 12 |
Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time
|
Bostwick, Keiko C.P.
|
|
2019
|
58 |
C |
p. 213-227
|
artikel
|
| 13 |
How are upper secondary school students’ expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison
|
Gaspard, Hanna
|
|
2019
|
58 |
C |
p. 149-162
|
artikel
|
| 14 |
How handwriting behaviors during problem solving are related to problem-solving success in an engineering course
|
Stahovich, Thomas F.
|
|
2019
|
58 |
C |
p. 331-337
|
artikel
|
| 15 |
Number lines, but not area models, support children’s accuracy and conceptual models of fraction division
|
Sidney, Pooja G.
|
|
2019
|
58 |
C |
p. 288-298
|
artikel
|
| 16 |
On the benefits of ‘doing science’: Does integrative writing about scientific controversies foster epistemic beliefs?
|
Rosman, Tom
|
|
2019
|
58 |
C |
p. 85-101
|
artikel
|
| 17 |
Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence
|
Kilday, Jessica E.
|
|
2019
|
58 |
C |
p. 163-174
|
artikel
|
| 18 |
Processes of students’ effort exertion, competence beliefs and motivation: Cyclic and dynamic effects of learning experiences within school days and school subjects
|
Malmberg, Lars-Erik
|
|
2019
|
58 |
C |
p. 299-309
|
artikel
|
| 19 |
Refutation texts: Implying the refutation of a scientific misconception can facilitate knowledge revision
|
Weingartner, Kristin M.
|
|
2019
|
58 |
C |
p. 138-148
|
artikel
|
| 20 |
Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view
|
Granziera, Helena
|
|
2019
|
58 |
C |
p. 75-84
|
artikel
|
| 21 |
Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level
|
Perera, Harsha N.
|
|
2019
|
58 |
C |
p. 186-203
|
artikel
|
| 22 |
The developmental interplay of academic self-concept and achievement within and across domains among primary school students
|
Sewasew, Daniel
|
|
2019
|
58 |
C |
p. 204-212
|
artikel
|
| 23 |
Theoretical and methodological implications of associations between executive function and mathematics in early childhood
|
Nguyen, Tutrang
|
|
2019
|
58 |
C |
p. 276-287
|
artikel
|
| 24 |
To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations
|
Lachner, Andreas
|
|
2019
|
58 |
C |
p. 175-185
|
artikel
|
| 25 |
Toward a typology of integration: Examining the documents model framework
|
List, Alexandra
|
|
2019
|
58 |
C |
p. 228-242
|
artikel
|
| 26 |
Training higher education teachers’ critical thinking and attitudes towards teaching it
|
Janssen, Eva M.
|
|
2019
|
58 |
C |
p. 310-322
|
artikel
|
| 27 |
Under threat but engaged: Stereotype threat leads women to engage with female but not male partners in math
|
Thorson, Katherine R.
|
|
2019
|
58 |
C |
p. 243-259
|
artikel
|
| 28 |
Unpacking eye movements during oral and silent reading and their relations to reading proficiency in beginning readers
|
Kim, Young-Suk Grace
|
|
2019
|
58 |
C |
p. 102-120
|
artikel
|
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